Testing Accommodations for Students with Learning Disabilities

According to federal records, students with learning disabilities (LD) have consistently comprised the largest group receiving special education services. The number of students with documented learning disabilities attending institutions of higher education has continued to increase markedly over the past ten years. Nationally, institutions of higher education are working to develop procedures to meet this new challenge.

The Americans with Disabilities Act (ADA) stipulates that students with disabilities be provided with "reasonable accommodations." Academic accommodations are to provide the opportunity for the students to become full participants in the academic program, but without compromise of academic standards. Presently, Lesley University procedures for accommodations reflect provisions typically being made at other institutions across the nation. The most frequent request from students with LD is for accommodations for testing.

Lesley University procedures require that students with LD requesting accommodations be documented with Maureen Riley, Director of Academic LD Services. The documentation is then housed at the Lesley Center for Academic Achievement. Students with "perceived" LD, which the law also covers, must meet with the Director of Academic LD Services to determine need.

Arranging Accommodations

• Students with documented LD are advised to begin to assess the kinds of accommodations they may require for each course and to speak with their faculty within the first three weeks of class.
• The faculty person and student determine arrangements which are reasonable and which meet academic standards.
• Students are encouraged to self-advocate but also to communicate with the Director of LD Services in order to better understand their learning differences. At times, a three-way communication among student, faculty and the Director of Academic LD Services needs to take place.
• Some testing accommodations, such as extended time or a distraction-free environment, may necessitate the use of space other than the regular classroom. Because space on campus is limited, faculty and students are advised to make arrangements for alternative space well ahead of time. Space may be available at the Center for Academic Achievement. If space is not available at the Center, faculty may contact the Registrar's office for information on room availability. Faculty and students wishing to request space should contact the Center for Academic Achievement at 23 Mellen, fifth floor, as soon as possible.

Examples of Testing Accommodations

ADA does not mandate which kinds of alternative test conditions to offer. However, a number of models have been shown to be effective.

1. Extended time tests are typically one-and-a-half to two times the length of the test period allotted to the class. Estimated time should be set between the faculty person and student. Students often choose to remain in the classroom, but may require a separate room to complete the exam.
2. Untimed tests do not have a time limit. Requests for untimed tests have been rare. Students who do request untimed tests may also request uninterrupted testing - that is, testing in one quiet location for whatever period of time they need.
3. Extended/untimed testing, with a break allowed. This requires a procedure whereby only sections of tests are given at a time.
4. Separate, quiet testing space. Some students require a distraction-free environment; they may or may not need extended time.
5. Exams taken on a word processor.
6. Readers for exam questions.
7. Alternative test format may occasionally be indicated by a student's LD documentation.